1.1 Introduction
Parental behavior is the pattern of actions, attitudes, and values demonstrated by parents in the process of raising their children. According to Baumrind (2018), parental behavior refers to the ways parents express warmth, control, and communication in their relationship with their children, which strongly influences their social, emotional, and moral development. The family serves as the first socializing agent where a child learns acceptable norms, values, and attitudes that guide behavior within the wider society (Okafor, 2020). In every society, the home environment plays a fundamental role in determining a child's behavior and disposition toward discipline. When parents display positive traits such as consistency, respect, and responsibility, children are more likely to emulate these behaviors and exhibit discipline both at home and in school. On the other hand, when parents engage in negative behaviors such as aggression, neglect, or inconsistent disciplinary practices, children are more likely to develop antisocial tendencies and disrespect for authority (Ogunyemi, 2021).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The family serves as the primary socializing agent through which children learn moral values, norms, and acceptable behaviors within society. According to Ukoha (2018), the home environment forms the bedrock of a child's character and disciplinary development, as the attitudes and behaviors displayed by parents are often mirrored by their children. Parents are the first teachers and role models whose actions provide the framework for the moral and social growth of their wards. In essence, the way parents interact, communicate, reward, and discipline their children significantly influences how children respond to authority and handle moral situations both at home and in school.
Adewuyi (2019) reported that parental behavior determines how children perceive discipline and authority figures. Parents who show love, understanding, and consistent discipline tend to raise children who are emotionally stable, obedient, and respectful. On the other hand, children raised by parents who exhibit harshness, neglect, or inconsistent disciplinary practices often develop rebellious attitudes, poor self-control, and disregard for rules.
Eze (2020) asserted that primary school years are crucial in shaping a child's discipline and social orientation. During this stage, children are at their most impressionable period, and the influence of parents is at its peak. The home environment either reinforces or weakens the lessons learned in school. For instance, a child taught respect and obedience in school may find it difficult to maintain these values if parents at home display aggression, dishonesty, or disrespect toward others. In this regard, teachers often struggle to maintain discipline when the home does not provide a supportive moral foundation.
Ogunleye (2021) stated that modern socio-economic challenges have altered the traditional roles of parents, thereby affecting their capacity to monitor and discipline their children effectively. The increasing involvement of parents in economic pursuits has led to reduced supervision, while many children are left in the care of relatives or domestic helpers who may not enforce the same standards of discipline. This lack of parental presence and control contributes to behavioral problems among pupils, including truancy, disrespect, and poor academic habits.
In addition, Okonkwo (2019) affirmed that technological exposure and the influence of social media have further complicated children's moral upbringing. Many parents now struggle to regulate the content their children consume, leading to the imitation of undesirable behaviors seen online. When parents themselves demonstrate indifference or lack of control over their own habits, it becomes difficult for them to instill discipline in their children. Thus, the moral fiber of the child is weakened, and the school becomes burdened with correcting behavioral issues that originate from the home.
Furthermore, Nwachukwu (2020) contended that the erosion of traditional African family values, such as communal responsibility and respect for elders, has contributed to increasing indiscipline among school children. The values that once guided moral conduct and family cohesion are gradually being replaced by individualism and materialism. In local communities like Afuze in Owan East Local Government Area of Edo State, these shifts are increasingly evident. Economic hardship, cultural transition, and social disorganization have disrupted parental influence, making it difficult for many families to provide the stable and disciplined upbringing children require.
Within the context of primary education, discipline remains a vital component of effective learning and social development. A disciplined child is more likely to perform well academically, maintain positive relationships with peers, and uphold moral values in society. However, when parents fail to model disciplined behavior or neglect their moral responsibilities, the result is often a generation of children who struggle with authority, morality, and respect. This study is set against the backdrop of the increasing concern over parental behavior and its impact on the disciplinary attitude of primary school pupils, particularly in Owan East Local Government Area, Afuze, Edo State.
1.3 Statement of Problems
Investigation revealed that many teachers in primary schools, have expressed worry over the increasing rate of indiscipline among pupils, ranging from lateness to school, classroom misconduct, bullying, and poor academic focus (Eze, 2021). In addition, Parental behavior is often mirrored in a child's conduct. When parents demonstrate positive habits such as honesty, respect, responsibility, and discipline, children are more likely to adopt similar traits in school and social environments. On the other hand, when parents exhibit negative behaviors such as aggression, inconsistency in discipline, substance abuse, or domestic violence, children are more likely to become rebellious, emotionally unstable, and undisciplined (Okonkwo, 2019).
Furthermore, modern socio-economic challenges have contributed to changes in parenting patterns. Many parents spend long hours at work or engage in multiple jobs, leaving children under the care of relatives, house helps, or unsupervised (Olayinka, 2022). It is against this backdrop that this study seeks to investigate the effect of parents' behavior on the disciplinary attitude of primary school pupils in Owan East Local Government Area, Afuze, Edo State.
1.4 Aim and Objectives of Study
The main aim of this study is to investigate the effect of parental behavior on the disciplinary attitude of primary school pupils.
The specific objectives of this research are:
- To examine the types of parental behaviors that affect the disciplinary attitude of primary school pupils.
- To determine the relationship between parental supervision and pupils' obedience to school rules.
- To assess how parental communication styles influence pupils' moral development and respect for authority.
- To identify the effects of inconsistent or harsh parental discipline on pupils' behavior in school.
- To evaluate the role of socio-economic status in shaping parental behavior and its impact on child discipline.
- To recommend strategies for improving parental involvement in promoting discipline among pupils.
1.5 Research Questions
Based on the stated objectives, the research seeks to answer the following questions:
- What types of parental behaviors influence the disciplinary attitude of primary school pupils?
- How does parental supervision relate to pupils' obedience to school rules?
- In what ways does parental communication affect pupils' moral development and respect for authority?
- What are the effects of harsh or inconsistent parental discipline on pupils' behavior in school?
- How does socio-economic background influence parental behavior and its effect on children's discipline?
- What measures can be taken to enhance parental involvement in promoting discipline among pupils?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: There is no significant relationship between parental behavior and the disciplinary attitude of primary school pupils in Owan East Local Government Area, Afuze, Edo State.
- H1: There is a significant relationship between parental behavior and the disciplinary attitude of primary school pupils in Owan East Local Government Area, Afuze, Edo State.
1.7 Significance of Study
The outcome of this research will assist teachers in recognizing how the home environment shapes pupil behavior and will encourage stronger home-school collaboration to promote discipline. The study will also guide educational administrators and policymakers in designing family-based interventions and awareness programs aimed at strengthening parental involvement in moral education.
Furthermore, the study will serve as a mirror to evaluate their behavior and its direct impact on their children's moral and disciplinary attitudes. In addition, the study will serve as a guide for parents by showing how their behavior and methods of discipline directly shape the attitudes of their children toward authority, and moral conduct.
Lastly, researchers will benefit from the study as it will contribute to the body of knowledge on behavioral psychology and educational development in Nigeria.
1.8 Scope of Study
The scope of this research is focused on the Effect of Parents Behaviour on the Disciplinary Attitude of Primary School Pupil. This study will focus on primary schools within Owan East Local Government Area of Edo State, particularly in Afuze.
1.9 Limitations of the Study
The limitation of the study was based on challenges encountered during data collection and analysis. The researcher was constrained by limited access to reliable data, as some respondents were unwilling to provide honest feedback due to privacy concerns.
Time constraints and limited financial resources also affected the scope of data gathering. In addition, unpredictable factors such as weather conditions and infrastructural challenges in Owan East Local Government Area reduced the researcher's ability to cover a wider range of schools within the region.
1.10 Definition of Terms
Parent:
A parent refers to the father or mother of a child who holds the primary responsibility of nurturing, guiding, and providing moral and emotional support for the child (Adewuyi, 2020).
Behavior:
Behavior is the pattern of actions, attitudes, and responses of an individual to internal and external stimuli within their environment (Eze, 2019).
Discipline:
Discipline refers to the practice of training individuals to obey rules, maintain order, and exhibit self-control in various aspects of life (Okafor, 2018).
Pupil:
A pupil is a young learner enrolled in a primary school setting who is undergoing foundational education and moral development (Nwachukwu, 2020).
Parental Behavior:
Parental behavior refers to the way parents interact with their children through communication, discipline, affection, and role modeling, which significantly influences the child's development and behavior (Ogunleye, 2021).
Attitude:
Attitude refers to a learned tendency to respond in a consistently favorable or unfavorable manner toward a particular person, object, or situation (Ajayi, 2019).
Disciplinary Attitude:
Disciplinary attitude is the mental and behavioral disposition of a pupil toward rules, authority, and acceptable social conduct, influenced by home upbringing and school environment (Eze, 2020).
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